Signal Machines

Overview

Students explore how Sphero robots can be programmed to move and respond to light and distance, linking this to forces and scientific thinking. They plan, test, and improve a simple technology solution while communicating ideas to an audience.

Learning intentions

• Students will plan and create simple digital solutions by sequencing steps to control devices.
• Students will test and modify their digital solutions to solve problems.
• Students will communicate their design ideas and processes using drawings and simple explanations.

Success criteria

• I can plan a sequence of steps to create a digital solution.
• I can test and improve my digital solution based on observations.
• I can explain my design and process using drawings and simple descriptions.

Curriculum links

• NSW Science and Technology K-6 Syllabus (Stage 2, Year 3):
  • ST2-4WT-T: Plans and creates simple digital solutions by sequencing steps and testing algorithms.
  • ST2-5WT-T: Designs, tests, and modifies simple digital systems to solve problems.
  • ST2-6WT-T: Communicates ideas and processes using drawings and simple representations.

Lesson structure (60 minutes)

1. 0–5 min · Hook and setup. Teacher demonstrates Sphero doing two different behaviours (e.g., roll then stop; respond when near an object) using the introduction slides and asks, “What do you think tells Sphero what to do?” Students share quick ideas with a partner.
2. 5–12 min · Mini-teach: “commands + sensors = behaviour”. Teacher explains that Sphero follows a sequence of instructions and can use sensing (like distance/light) to change what it does, then shows the class challenge on the introduction slides: “Build a Sphero route that reaches the ‘safe zone’ and stops.” Students repeat the challenge in their own words using sentence starters from the board (provided by teacher).
3. 12–20 min · Model planning (whole class). Teacher co-creates a simple plan on the board: Step 1 move forward, Step 2 detect an object/line, Step 3 stop/turn, Step 4 try again. Students help by suggesting one possible sensor check and one action.
4. 20–30 min · Direct instruction for chatty groups (roles + routine). Teacher introduces group roles (Programmer, Tester, Recorder, Materials Manager) and the “Pause–Test–Record” routine. Students rotate roles once during the session. Teacher runs a 30-second safety reminder (hands off moving Spheros, careful with cables/stands).
5. 30–45 min · Build and first test. In groups of 3–4, students use Spheros to create their first program to reach the safe zone and stop, following their plan. Teacher circulates and asks guiding questions: “What command comes first?”, “What tells Sphero to stop?”, “What did you observe?” Students record results in the programming and observation worksheet (tick if goal reached; one sentence: what happened).
6. 45–55 min · Improve using evidence. Teacher calls time and replays the challenge on the introduction slides. Students review their recorded evidence and make one change (e.g., adjust distance setting, add a turn, change speed, refine stop condition). They run one more test and update their worksheet with evidence.
7. 55–60 min · Share and exit check. Each group shares one success and one improvement using the “I used… / It resulted in… / Next I will…” sentence frame. Teacher collects the worksheet before students leave and asks an exit question: “How does a sensor help Sphero respond to the world?”

Resources

• the introduction slides
• the programming and observation worksheet
• Sphero robots (enough for small groups)
• Charging cables (ready before lesson)
• Device/tablet or computer with the Sphero programming app ready
• Floor mat or taped “safe zone” and obstacle markers
• Timer for testing rounds
• Marker pens/pencils for recording
• Soft cloth to wipe any dusty floor sections (optional)

Assessment

• Formative: Teacher checks group plans and questions during “Pause–Test–Record” (accuracy of sequence and sensor use).
• Formative: Review the programming and observation worksheet for evidence-based explanation (“what happened” + “why/next change”).
• Summative-in-mini: Exit question assesses understanding of how sensing changes behaviour.

Differentiation

• For EAL/D: Provide sentence starters on the board (e.g., “First, Sphero will…”, “It stopped when…”, “I changed… because…”), plus a word bank (move, stop, turn, sensor, distance, safe zone). Allow oral responses to be used in addition to written recording.
• For disengaged/chatty students: Assign fixed roles with quick check-ins; use a visible timer and “only one person speaks for the group” rule during teacher-led sharing.
• Support: Teacher provides a “starter sequence” poster (move → sense → stop) that groups can copy and then adjust.
• Extension: Challenge students to add an extra condition (e.g., “If it detects a wall, it turns left, then reaches the safe zone”).